An investigation of how Initial Teacher Education supports the development of primary trainees’ understanding and teaching of Philosophy for Children and concept cartoons.

Abstract

The research examines the impact of the university taught sessions in broadening the primary Graduate Teacher Programme trainees’ conceptual base in line with The Office for Standards in Education (OFSTED) recommendations.  In particular the investigation analyses how Initial Teacher Education supported the Graduate Teachers Programme trainees’ understanding and teaching of Philosophy for Children (P4C) and concept cartoons as creative strategies. Philosophy for Children and concept cartoons are viewed as creative teaching strategies in the sense that they enable pupils to develop higher order thinking skills, question assumptions, encourage structured classroom talk and open up possibility thinking.

Using questionnaires, non-directive group sessions, lesson observations and course research assignments, evidence was gathered as to the use of the creative teaching strategies by the trainees in their classroom practice. Thirty nine percent of trainees implemented P4C and fifty seven percent used concept cartoons in their teaching.  The results indicate that the university-based teaching programme had an impact but some trainees did not use the strategies because they felt constrained by internal school pressures and external constraints.

To improve the usage of the strategies we intend to strengthen the link with the rationale behind what constitutes effective learning by providing concrete ways in which to realize learning theory in practice.

Key Words: Concept cartoons; Philosophy for Children; Creative teaching strategies; Creativity; GTP;  Possibility thinking; Talk; Learning; Thinking; Discussion.